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Sample Schemes of Work and Lesson Plans

Entry Level in Food StudiesOCR Entry Level in Food Studies

Unit R357: Short Task

This Support Material booklet is designed to accompany the OCR Entry Level Food Studies specification for teaching from September 2010.

© OCR 2008

Contents

Contents 2Introduction 3OCR Entry Level in Food Studies Unit R357: Short TaskCore Skills Requirements Sample Entry Level Scheme of Work 5OCR Entry Level in Food Studies Unit R357: Short TaskPrior Teaching on Cooking Methods to Enable Students to Complete aShort Task Sample Entry Level Scheme of Work 10OCR Entry Level in Food Studies Unit R357: Short TaskSample Entry Level Lesson Plan 12

2 of 12 GCSE Home Economics

Introduction

Background

Following a review of 14-19 education and the Secondary Curriculum Review, the Qualifications and Curriculum Authority (QCA) OCR has revised its entry level qualifications, for first teaching in September 2010, to align with the new GCSEs.

The new entry levels have more up-to-date content and encourage the development of personal, learning and thinking skills in your students.

In order to help you plan effectively for the implementation of the new specification we have produced these Schemes of Work and Sample Lesson Plans for Entry Level in Food Studies. These Support Materials are designed for guidance only and play a secondary role to the Specification.

Our Ethos

OCR involves teachers in the development of new support materials to capture current teaching practices tailored to our new specifications. These support materials are designed to inspire teachers and facilitate different ideas and teaching practices.

Each Scheme of Work and set of sample Lesson Plans is provided in Word format – so that you can use it as a foundation to build upon and amend the content to suit your teaching style and students’ needs.

The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the teaching hours are suggestions only. Some or all of it may be applicable to your teaching.

The Specification is the document on which assessment is based and specifies what content and skills need to be covered in delivering the course. At all times, therefore, this Support Material booklet should be read in conjunction with the Specification. If clarification on a particular point is sought then that clarification should be found in the Specification itself.

GCSE Home Economics 3 of 12

A Guided Tour through the Scheme of Work


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= ICT Opportunity This icon is used to illustrate when an activity could be taught using ICT facilities.

= Innovative teaching idea

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Sample Entry Level Scheme of Work

OCR Entry Level in Food Studies Unit R357: Short Task

SUGGESTED TEACHING TIME

TOPIC Core Skills Requirements

TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE

Carrying out research Teacher input – to provide a subject area for research or starting point

Pupil activity – brainstorm possible factors to consider

Teacher input – Ways of researching? Eg using internet, books, publications

Pupil activity – Pupils carry out a small piece of research into a given topic and present a fact sheet

Teacher input – into how to carry out questionnaires, surveys, interviews

Pupil activity – look at good and bad examples of questionnaires, surveys, interviews

Teacher input – how to evaluate existing products

Pupil activity – complete a table, comparing existing products against needs of target group

Pupil activity – May disassemble existing product

Textbooks Internet access Examples of fact sheets Word bank Evaluate existing products and chart to

record results Examples of surveys/questionnaire to show

different styles and good and bad examples.

Depending on length of lesson teacher may extend research over a period of lessons

Pupils should be encouraged to select and summarise information.



= ICT opportunity

Sample Entry Level Scheme of WorkOCR Entry Level in Food Studies Unit R357: Short Task




Teacher input – how to write a specification Pupil activity – look at good and bad

examples of specifications.

Designing and selecting skills Teacher input and pupil activity on accurate use of recipe cards/books – use of index and searching for recipes

Teacher input – guidance on suitability of choices and how to give reasons for choice on food product/dish chosen

Pupil activity – Pupils work in pairs or groups to brainstorm ideas or use statement cards to sort reasons for choice that are relevant to the task

Pupil activity – suggest ways of improving a food product/dish that has been made

Teacher input – brainstorm by looking as a group at improvements that could be made.

Performa’s to complete plans Reasons for choice statement cards Practical activity to then use to suggest

how to improve.

Pupils should be encouraged to suggest at least one improvement to food product/dish they have made.

Planning skills Teacher input – analysing key points within tasks

Pupil activity – underline or highlight key points in a task

Recipe books Basic recipes set out on cards for pupils to

sort into correct sequence Timed Plan proforma for pupils to complete

Depending on the length of lesson teaching of planning skills may extend into a number of separate lessons.



= ICT opportunity






Teacher inputs – Discussion on prior learning on the subject content

Teacher input – on how to plan a practical food session

Pupil activity – carry out a sequencing activity to sort recipe statements into correct sequence.

Reasons for choice statement cards.

Pupil activity – produce plans for practical food work

Teacher input – on how to cost a recipe.

Range of different styles of recording charts eg smiley faces, star diagrams etc

Nutritional Data reference material and software

Recipes to analyse for specific nutrients Recipes to cost out Costing charts.

Level 3 students may be expected to comment on nutritional content

Trialling could be done with others in group Results can be recorded by support

staff/teacher.

Practical work skills and outcomes

Teacher input – Set a series of practical sessions that will allow the development of practical cooking skills as indicated in the specification content

Pupil activity – to make a selection of food products/dishes that show a range of practical skills

Recipes and suitable facilities. This should be a development of skills already acquired, so time needed will depend on previous skill level.



= ICT opportunity

Sample Entry Level Scheme of WorkOCR Entry Level in Food Studies Unit R357: Short Task




Teacher input – ways of presenting a food product/dish to a good standard.

Evaluation Teacher input – what is an evaluation and what makes a good evaluation

Pupil activity – assessing exemplar evaluations highlighting evaluative statements and descriptive statements

Teacher input – What is sensory analysis and how can this be recorded

Teacher input – Using word banks when tasting foods/dishes

Pupil activity – food tasting and sensory analysis using appropriate words from word bank.

Pupil activity – food tasting using and evaluating different styles of recording chart

Teacher input and pupil activity – how to carry out simple nutritional analysis

Pupil activity – pupils work in pairs to assess each other’s strengths and areas to improve giving examples to support their ideas

Good and poor examples of evaluations for pupils to assess

Pupils own evaluations of practical work for paired peer assessment of strengths and areas to improve.

Provide a range of pro forma’s to evaluate work.



= ICT opportunity






Teacher input – How to make judgements or draw conclusions.

Pupil Activity – Evaluate starting point and make decisions on success.



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?? hours TOPIC Prior Teaching on Cooking Methods to Enable Students to Complete a Short Task


Cooking Methods and heat transfer

Teacher input why do we cook food and how does cooking effect food? Class brainstorms ideas

Teacher input and class brainstorm of different methods we use to cook food

Pupil activity sorting methods into moist and dry methods

Teacher input – advantages and disadvantages of different methods

Assessment for learning – pupils could produce materials for display or a leaflet on the advantages of different cooking methods.

Raw and cooked foods for pupils to taste eg carrots

Interactive whiteboard with methods of cooking written on it for pupils to sort into moist and dry methods.

Advantages and disadvantages may include:

Effect on nutritional value Effect on the nature of food eg tenderisation Effect on appearance and taste of the food Capability of the person doing the cooking Time and facilities available Safety aspects Costs.

Heat transfer Teacher input – how is heat transferred – Pupils do practical activities to demonstrate

methods of heat transfer Assessment for learning – crossword/ word

search on cooking methods.

Practical activities for how heat is transferred.

Planning a Short Task on Cooking Methods

Teacher input into planning the task and methods of recording

Pupils plan their task

Short Task Title Many people work full time and need

nutritious quickly prepared meals when

skills Teachers will need to give guidance about

the number of practical dishes and the



= ICT opportunity




?? hours TOPIC Prior Teaching on Cooking Methods to Enable Students to Complete a Short Task


Pupils justify their choice. they get home in the evening. Plan and make one suitable main course food product/dish for their evening meal

Evaluate your work Recipe ideas.

range of practical skills that should be shown

The range of skills can include: food preparation skills, selecting and taste testing.

Carrying out practical work Pupils demonstrate the following skills in carrying out their practical work: Follow their plan Organisation of resources Safe use of equipment Uses of a range of skills Produce well presented quality outcome Make comments about the task suggesting

an improvement.

Suitable facilities Recording documents.

Recording charts needed as appropriate Always aim to suggest an improvement.


Sample Entry Level Lesson Plan

OCR Entry Level in Food StudiesUnit R357: Short Task

Cooking methods

OCR recognises that the teaching of this qualification above will vary greatly from school to school and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher.

Lesson length is assumed to be one hour,

Learning Objectives for the Lesson

Objective 1 Recognise the impact cooking has on a range of foods.

Objective 2 To work in small group to carry out investigation in why we cook food.

Objective 3 Be able to suggest methods of cooking.

Objective 4 Present their ideas to the group.

Recap of Previous Experience and Prior Knowledge

Ask student to think about the ways in which food is cooked?

Content

Time Content5 minutes Starter – Each student to say why they think food is cooked.

30 minutes Activity – In small groups students are to taste a range of foods that are raw and then cooked eg carrots, bread each to record findings on a chart (using word bank) and share results with the group.Good practice for students to do the cooking.Try to choose a selection of foods that will demonstrate a range of cooking methods – grilling, boiling, baking.

25 minutes Students describe how their food was cooked relate to methods of cooking – word search or brainstorm to identify methods.

10 minutes Plenary – What have we learnt? Discuss what cooking food does to it- how it changes, texture, flavour, softness, taste, heat, safety. The different ways food can be cooked.


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